Curricular Unit:			Code:
Multidisciplinary teams Support the Elderly			1006EMAI
Year:	Level:	Course:	Credits:
1	CTSP	Gerontology and Community Intervention	4 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese/English	52
Learning Outcomes of the Curricular Unit:
Review of the ethical principles that should guide medical decisions related to health care for the elderly. Learn the concept of teamwork, its dynamics and potentialities. Raise students ' awareness about the problems and potential of multiprofessional teams. Systematize ways to increase the effectiveness of multiprofessional teams to support the elderly.
Syllabus:
1. Multiprofessional teams to support the elderly 1.1. Constitution: challenges and possible solutions 1.2. Working groups: development phases. 1.3 Professional associations and ethical issues. 2. Specificities of team work 2.1. Tasks’ division 2.2. Communication: obstacles and strategies 2.3. Roles, hierarchies, conflicts and its management. 3. Human communication and its disorders 3.1 Speech therapy: scope of practice, target populations and workplaces 3.2 Human communication and its disorders in the elderly: aging process; language and aphasia; speech, voice and dysarthria; swallowing and dysphagia; cognition and dementia in communication; augmentative and alternative communication; facilitative strategies 3.3 Ethical dilemmas and decision making in human communication clinical settings
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The subjects are presented in a linear and integrative form that allows students to develop a critical spirit and awareness of the benefits, risks and care in the integration and creation of multiprofessional teams in real context.
Teaching Methodologies (Including Evaluation):
The discipline has the collaboration of 3 teachers of different areas of health to enable a richer vision of the concept of multiprofessional teams. Assessment through written 3 tests and 3 group works.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
Proposed methodologies allow awareness of the role of the different members of a multidisciplinary team. Communication, dialogue and discussion of issues are present at all times.
Reading:
Bermejo J (2010). A relação de ajuda no encontro com os idosos. Prior Velho: Paulinas Cardoso R (2012). Competências clínicas de comunicação. Porto: Universidade do Porto. Cunha P, Leitão S (2011). Manual de gestão construtiva de conflitos. Porto: Ed Universidade Fernando Pessoa Gougeon L, Johnso, J, Morse H (2017). Interprofessional collaboration in health care teams for the maintenance of community-dwelling seniors’ health and well-being in Canada: A systematic review of trials. Journal of Interprofessional Education & Practice. Maldonado M, Canella P (2011). Recursos de relacionamento para profissionais de saúde. São Paulo: Artmed Mitchell P et al., 2012. Core Principles & Values of Effective Team-Based Health Care. Discussion Paper, Institute of Medicine, Washington. Osswald, W , Neves, M, (2007). Bioética simples. Ed Verbo SPTF (2020). Dicionário Terminológico de Terapia da Fala.